The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were…

This article presents a compelling case for the increased role of social workers in work with individuals with autism and Asperger's syndrome in secondary school settings, specifically in transition planning for postsecondary educational pursuits. Social work education prepares social workers to address micro, mezzo, and macro levels of practice…

Background: As the number of individuals diagnosed with autism spectrum disorders (ASD) rises, attention is increasingly focused on potential employment outcomes for individuals with ASD, especially for those individuals that are exiting public school settings. Individuals without disabilities are eight times more likely to be employed than…

This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased…

The transition to undergraduate study is often a challenging step for students as they progress from relatively smaller school/college classes with a high degree of contact time with familiar staff to a university department where one-on-one interaction with staff members is significantly reduced. The first year tutorials module offers one of the…

This study assessed the possibility of training two individuals with cognitive impairments using location-based task prompting system in a supported employment program. This study was carried out according to an ABAB sequence in which A represented the baseline and B represented intervention phases. Data showed that the two participants…

Prevailing policy and practice in the field of transition emphasizes the importance of designing services and supports based on research-based practices. We reviewed every article published across the 35-year history of "Career Development and Transition for Exceptional Individuals" (CDTEI) to document methodological trends in research…

The importance of a smooth transition from eighth grade to ninth grade is critical as this transition can have a lasting impact on a student's success or failures beyond high school. Studies in this body of research suggest that ninth grade students lead the list of high school grade students when it comes to tardiness, the number of discipline…

A large proportion of youth in the juvenile justice system have disabilities (U.S. Department of Education, 2014). Research indicates that the prevalence of youth with disabilities in these settings is four to five times greater than the prevalence of youth with disabilities in public schools. Juvenile justice facilities often face challenges for…

The transition from eighth-grade middle school to ninth-grade in high school can be an extremely challenging experience (Kennelly & Monrad, 2007). According to the Texas Center for Educational Research, more students decide to drop out of school during their ninth-grade year than any other time (Marshall, 2003). According to Fulco (2009), this…

Introduction: The purpose of the study presented here was to identify and synthesize studies of transition interventions to improve the employability and employment outcomes for youths with visual impairments. Methods: An a priori protocol was followed in conducting a systematic review of the literature, including criteria for selecting studies,…

It is always exciting when one sees a student begin to progress and learn new skills. However, it can be disconcerting when the family has a different experience. Likewise, a family may be having positive experiences at home, whereas the child is struggling with the new structure and routines that come with the classroom setting. To truly support…